Part 1:SOAPSTone

Strategies for Rhetorical Analysis

Rhetorical Triangle

Rhetorical Context

Text

Speaker

Audience Subject

Occasion

Purpose

Tone

Subject

Occasion

Audience

Purpose

Speaker

Tone

SOAPSTone in practiceThe Gettysburg Address

Term Example Proof from text

Subject

Occasion

Audience

Purpose

Speaker

Tone

SOAPSTone in practice

The Gettysburg Address

Term Example Proof from text

Subject Speech to honor the soldiers that died in the Battle of Gettysburg, in the Civil War.

“We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.” (November 19, 1863)

Occasion This address was spoken on Nov. 19, 1863, at ceremonies to dedicate a part of the battlefield as a cemetery for those who had lost their lives in the battle.

“We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.” (November 19, 1863)

Audience Families of fallen soldiers in the battle of Gettysburg; entire U.S.

“government of the people, by the people, for the people”(use of “we”)

Purpose Honor the men that lost their lives at the Battle of Gettysburg; unite nation

“to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced”

Speaker Abe Lincoln Abraham LincolnNovember 19, 1863

Tone Somber “final resting place”, “The brave men, living and dead, who struggled here, have consecrated it”

Part 2:Rhetorical Devices

Strategies for Rhetorical Analysis

How does a writer use rhetoric to achieve their purpose?

Rhetorical Appeals(tools to persuade an audience)

Logos(logic, message, facts,

data, etc.)

Ethos(credibility,

character, etc.) Pathos(emotions)

Rhetorical Appeals(tools to persuade an audience)

Logos(logic, message, facts,

data, etc.)

Ethos(credibility,

character, etc.)

Pathos(emotions)

Diction Word Choice

Imagery Visually descriptive or figurative language

Detail Facts, sequence of events, etc.

Syntax Sentence Structure

Tone Feeling/attitude of a piece

Diction Choose unusual and/or effective words from the passage. Evaluate the connotations of the words and write synonyms for each. Then, decide what the word choice suggests about the character’s or narrator’s demeanor.

Go beyond describing the words as being positive or negative. Are they harsh? Sympathizing? Sentimental? Ironic?

Imagery Cite examples of imagery (appeal to the five senses) from the passage. Identify the sense appealed to, and interpret the meaning. Include figurative language here.

Effect of that imagery on the reader; why the author wants readers to have those sensual experiences.

Detail List facts or the sequence of events from the passage. Focus on picture created by the details.

Effect of those details (or the ones excluded) on the reader.

Syntax How does sentence structure (order of words, phrases, or sentences) reveal the character’s attitude? Consider also sentence types and punctuation.

What effect does sentence length or choices in punctuation have on the passage?

Tone Determine the type of language used (formal, informal, clinical, jargon, literal, vulgar, artificial, sensuous, concrete, precise, pedantic, etc.).

Diction and syntax contribute to tone. Move away from choosing words such as positive/negative, happy/sad.

RhetoricalDevices

The Gettysburg Address

Analysis Acronym

Examples from text Why chosen for audience/occasion(in order to…)

How helps achieve purpose

Diction

Imagery

Detail

Syntax

Tone

Logos

Pathos

Ethos

Analysis Acronym

Examples from text Why chosen for audience/occasion/purpose(in order to…)

Diction(Pathos; Ethos)

conceived, live, living, birthfinal resting place, dead“we”

emphasize the divide between the north & south; shows urgency in uniting the nation“we” = shows unity; ethos

Imagery(Pathos)

Opposites(antithesis): add/detract, living/dead, emphasize the divide between the north & south; shows urgency in uniting the nation

Detail (Logos; Ethos)

Four score and seven years ago…(1776) alludes to the conception of the nation & founding principles;

Syntax(Pathos; Ethos)

Anaphora: of the people, by the people, for the people

repetition; reminder of commitment to the cause...adds emphasis to “people”-united together

Tone(Pathos)

Somber: we cannot consecrate, we cannot hallow

dedication of the battlefield as a cemetery for fallen soldiers; serious/grave nature of speech

Part 3:Writing the Rhetorical

Analysis EssayStrategies for Rhetorical Analysis

Rhetorical Analysis PromptGettysburg Address:

Write an essay in which you explain how Abraham Lincoln builds an argument to persuade his audience to honor the Union dead and remind listeners of the purpose of the soldiers’ sacrifice: equality, freedom, and national unity.

Your essay should not explain whether you agree with Lincoln’s claims, but rather explain how Lincoln builds an argument to persuade his audience.

Rhetorical Analysis PromptGettysburg Address:

Write an essay in which you explain how Abraham Lincoln builds an argument to persuade his audience to honor the Union dead and remind listeners of the purpose of the soldiers’ sacrifice: equality, freedom, and national unity.

Your essay should not explain whether you agree with Lincoln’s claims, but rather explain how Lincoln builds an argument to persuade his audience.

Claim is stated in the prompt

Here is the rhetorical analysis part...the WHY behind the text

"Four score and seven years ago our fathers brought forth on this continent, a new nation,

conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so

conceived and dedicated, can long endure. We are met on a great battle-field of that war. We

have come to dedicate a portion of that field, as a final resting place for those who here gave

their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow —

this ground. The brave men, living and dead, who struggled here, have consecrated it, far

above our poor power to add or detract. The world will little note, nor long remember what we

say here, but it can never forget what they did here. It is for us the living, rather, to be

dedicated here to the unfinished work which they who fought here have thus far so nobly

advanced. It is rather for us to be here dedicated to the great task remaining before us — that

from these honored dead we take increased devotion to that cause for which they gave the

last full measure of devotion — that we here highly resolve that these dead shall not have died

in vain — that this nation, under God, shall have a new birth of freedom — and that

government of the people, by the people, for the people, shall not perish from the earth."

1. Read the prompt closely

2. Write the CLAIM on top of the text

3. In your close reading of the text, focus on rhetorical elements that support the claim

4. Divide the text into logical sections

5. Apply SOAPSTone & DIDST

"Four score and seven years ago our fathers brought forth on this continent, a new nation,

conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so

conceived and dedicated, can long endure. We are met on a great battle-field of that war. We

have come to dedicate a portion of that field, as a final resting place for those who here gave

their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow —

this ground. The brave men, living and dead, who struggled here, have consecrated it, far

above our poor power to add or detract. The world will little note, nor long remember what we

say here, but it can never forget what they did here. It is for us the living, rather, to be

dedicated here to the unfinished work which they who fought here have thus far so nobly

advanced. It is rather for us to be here dedicated to the great task remaining before us — that

from these honored dead we take increased devotion to that cause for which they gave the

last full measure of devotion — that we here highly resolve that these dead shall not have died

in vain — that this nation, under God, shall have a new birth of freedom — and that

government of the people, by the people, for the people, shall not perish from the earth."

1. Read the prompt closely

2. Write the CLAIM on top of the text

Purpose/Claim:

to honor the Union dead and remind listeners of the purpose of the soldiers’ sacrifice: equality, freedom, and national unity.

"Four score and seven years ago our fathers brought forth on this continent, a new nation,

conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so

conceived and dedicated, can long endure. We are met on a great battle-field of that war. We

have come to dedicate a portion of that field, as a final resting place for those who here gave

their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow —

this ground. The brave men, living and dead, who struggled here, have consecrated it, far

above our poor power to add or detract. The world will little note, nor long remember what we

say here, but it can never forget what they did here. It is for us the living, rather, to be

dedicated here to the unfinished work which they who fought here have thus far so nobly

advanced. It is rather for us to be here dedicated to the great task remaining before us — that

from these honored dead we take increased devotion to that cause for which they gave the

last full measure of devotion — that we here highly resolve that these dead shall not have died

in vain — that this nation, under God, shall have a new birth of freedom — and that

government of the people, by the people, for the people, shall not perish from the earth."

Section 1:

Section 2:

Section 3:

Term Example Proof from text

Subject Speech to honor the soldiers that died in the Battle of Gettysburg, in the Civil War.

“We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.” (November 19, 1863)

Occasion This address was spoken on Nov. 19, 1863, at ceremonies to dedicate a part of the battlefield as a cemetery for those who had lost their lives in the battle.

“We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.” (November 19, 1863)

Audience Families of fallen soldiers in the battle of Gettysburg; entire U.S.

“government of the people, by the people, for the people”(use of “we”)

Purpose Honor the men that lost their lives at the Battle of Gettysburg; unite nation

“to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced”

Speaker Abe Lincoln Abraham LincolnNovember 19, 1863

Tone Somber “final resting place”, “The brave men, living and dead, who struggled here, have consecrated it”

Analysis Acronym

Examples from text Why chosen for audience/occasion/purpose(in order to…)

Diction(Pathos; Ethos)

conceived, live, living, birthfinal resting place, dead“we”

emphasize the divide between the north & south; shows urgency in uniting the nation“we” = shows unity; ethos

Imagery(Pathos)

Opposites(antithesis): add/detract, living/dead, emphasize the divide between the north & south; shows urgency in uniting the nation

Detail (Logos; Ethos)

Four score and seven years ago…(1776) alludes to the conception of the nation & founding principles;

Syntax(Pathos; Ethos)

Anaphora: of the people, by the people, for the people

repetition; reminder of commitment to the cause...adds emphasis to “people”-united together

Tone(Pathos)

Somber: we cannot consecrate, we cannot hallow

dedication of the battlefield as a cemetery for fallen soldiers; serious/grave nature of speech

Rhetorical Precis (introductory paragraph)Speaker, Occasion, & Subject

1) (Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).

Purpose

2) (Writer’s last name)’s purpose is to (what the writer does in the text)

Audience

3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants the reader to do/think in his/her (intended audience).

Speaker, Occasion, & Subject

1) (Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).

Purpose

2) (Writer’s last name)’s purpose is to (what the writer does in the text)

Audience

3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants the reader to do/think in his/her (intended audience).

President Abraham Lincoln in his Gettysburg

Address honors Union soldiers who lost their

lives in the war and dedicates a part of the

battlefield in memory of their sacrifices.

Lincoln’s purpose is to not only honor the men

that lost their lives at the Battle of Gettysburg,

but unite and remind the nation of the principles

America was founded upon. He adopts a

somber tone in order to not only emphasize the

gravity of the occasion, but to help unite a nation

divided against itself.

Rhetorical Analysis: Body Paragraphs● Work chronologically through the text● Discuss each paragraph/section...depending on the length and

organization of the text● Use transition words...begins, opens, closes, contrast, juxtaposes, etc.● Use strong verbs to explain what is being said● Identify the STRONGEST rhetorical strategies and specific text example● Explain how the RS are used to achieve the writer’s purpose and reach the

intended audience● Weave the above together in ONE sophisticated paragraph of the body● Repeat for each section of the text

Rhetorical Analysis (body paragraph)Sentence 1: Identifies section of the text and main idea of the section

(Writer’s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section).

Sentence 2: Conveys the writer’s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS.

Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement.

Sentence 4: Identifies the effect of the writer’s use of these rhetorical strategies on the audience.

Sentence 1: Identifies section of the text and main idea of the section

(Writer’s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section).

Sentence 2: Conveys the writer’s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS.

Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement.

Sentence 4: Identifies the effect of the writer’s use of these rhetorical strategies on the audience.

Lincoln begins his speech by alluding to the

Declaration of Independence and planting the

notion of unity in the minds of his audience. His

ingenious and now celebrated opening of “four

score and seven years ago” is a direct reference to

1776-and an allusion to a time in which the

country fought for independence and persevered

in the face of crippling circumstances. Lincoln

uses this emotionally charged opening and the

historical allusion in order to ground his audience

in a common event, thus creating a sense of unity

in a divided country, which is also reinforced

through Lincoln’s use of “our fathers” and “all

men”.

Sentence 1: Identifies section of the text and main idea of the section

(Writer’s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section).

Sentence 2: Conveys the writer’s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS.

Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement.

Sentence 4: Identifies the effect of the writer’s use of these rhetorical strategies on the audience.

Lincoln then uses four superbly crafted sentences

to articulate the purpose of his address and in

doing so is able to manipulate the emotions of an

audience drained and weary from war. The lead

sentence in this section ultimately poses a

question for America: can it “long endure” and

adhere to the principles it was “conceived and so

dedicated” to? Lincoln is in Gettysburg to dedicate

a portion of the battlefield to the Union soldiers

who gave their lives so that the “nation might live.”

This use of pathos contributes to the somber,

almost reverent, tone of the address and reminds

the audience of the underlying purpose of the

sacrifice-to unify a nation “conceived in Liberty.”

Sentence 1: Identifies section of the text and main idea of the section

(Writer’s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section).

Sentence 2: Conveys the writer’s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS.

Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement.

Sentence 4: Identifies the effect of the writer’s use of these rhetorical strategies on the audience.

After appealing to the audience’s emotions and reiterating

his purpose for being in Gettysburg that March day, Lincoln

expounds upon the sacrifices made by the soldiers and again

reminds the audience to hold steady to the cause. This

crescendo of a closing relies heavily on both anaphora

(repetition) and antithesis (use of opposites) in order to

emphasize the importance of this devotion. Through

phrases like “we cannot consecrate, we cannot hallow” and

“of the people, by the people, for the people” Lincoln is able

to again create a sense of unity with the repetition of “we”

and “people”, but even more so create a cadence in his

speech that reinforces that sense of unity. The same holds

true with his use of antithesis. Phrases like “living and dead”

and “add or detract” highlight the extremes of the war and

mimics the divide between the North and South. The use of

both anaphora and antithesis aids Lincoln in encouraging his

audience to take “increased devotion to that cause.”

Rhetorical Analysis (concluding paragraph)Sentence 1: Briefly restate your main argument

(Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject) in order to (purpose) (effect on audience).

Sentence 2: How the rhetorical choices of the author influence the delivery of the message.

(Writer’s last name) use of (rhetorical strategies) allows him/her to (adverb) (strong verb) (the message/purpose).

Sentence 3: Why it matters/real world indications/underlying message

Sentence 1: Briefly restate your main argument

(Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject) in order to (purpose) (effect on audience).

Sentence 2: How the rhetorical choices of the author influence the delivery of the message.

(Writer’s last name) use of (rhetorical strategies) allows him/her to (adverb) (strong verb) (the message/purpose).

Sentence 3: Why it matters/real world indications/underlying message

Sixteenth president of the United States, Abraham

Lincoln, in his Gettysburg Address praises and

honors the sacrifices of the soldiers who gave their

lives and encourages the country to continue to

stay devoted to the war cause. Through the use of

allusion, pathos, anaphora, and antithesis Lincoln

is able to skillfully knead the war weary minds of

not only his Pennsylvanian audience, but the

minds of a nation in peril. Though not a rallying

cry, Lincoln’s poignant address reminded the

nation that the war was based on principles-those

of equality, freedom, and justice. Without this

reverent reminder a young nation “conceived and

so dedicated” in liberty may have perished.

Part 4:SAT & the Rhetorical

Analysis EssayStrategies for Rhetorical Analysis

SAT Sample Essay #1

https://collegereadiness.collegeboard.org/sample-questions/essay/

1

Rhetorical Analysis Prompt“Let There Be Dark” (Paul Bogard, 12/212012, Los Angeles Times)

As you read the passage below, consider how Paul Bogard uses

● evidence, such as facts or examples, to support claims.

● reasoning to develop ideas and to connect claims and evidence.

● stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness

should be preserved. In your essay, analyze how Bogard uses one or more of the features in the directions that precede the

passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your

analysis focuses on the most relevant features of the passage.

Your essay should not explain whether you agree with Bogard’s claims, but rather explain how Bogard builds an argument

to persuade his audience.

Rhetorical Analysis PromptWrite an essay in which you explain how Paul Bogard builds an argument to persuade his audience that

natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the

features in the directions that precede the passage (or features of your own choice) to strengthen the logic

and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of

the passage.

Your essay should not explain whether you agree with Bogard’s claims, but rather explain how Bogard

builds an argument to persuade his audience.

Claim is stated in the prompt

Here is the rhetorical analysis part...the WHY behind the text

SAT Essay #1 (“Let There Be Dark)1. Read the prompt closely

2. Write the CLAIM on top of the text

3. In your close reading of the text, focus on rhetorical elements that support the claim

4. Divide the text into logical sections

5. Apply SOAPSTone & DIDST

Term Example Proof from text

Subject

Occasion

Audience

Purpose

Speaker

Tone

Term Example Proof from text

Subject The loss of night’s natural darkness; not considering the worth of darkness

“I worry we are rapidly losing night’s natural darkness before realizing its worth.”

“let us also remember the irreplaceable value of darkness.”

Occasion Published 12/21/12 in LA Times; LA is particularly light saturated/author's upbringing is not; winter solstice

“At my family’s cabin on a Minnesota lake”, ©2012 by Los Angeles Times.

“This winter solstice, as we cheer the days’ gradual movement back toward light, let us also remember the irreplaceable value of darkness.”

Audience Readers of LA Times; those concerned with light pollution; general “us”

“let us also remember the irreplaceable value of darkness.”

Purpose To argue that natural light should be preserved

“I worry we are rapidly losing night’s natural darkness before realizing its worth.”

“night’s darkness can provide solitude, quiet and stillness, qualities increasingly in short supply.”

“Ecological light pollution is like the bulldozer of the night,”

Speaker Paul Bogard “At my family’s cabin on a Minnesota lake”, ©2012 by Los Angeles Times.

Tone urgent; cautionary “I worry we are rapidly losing night’s natural darkness before realizing its worth.”

Analysis Acronym

Examples from text Why chosen for audience/occasion/purpose(in order to…)

Diction(Pathos; Ethos)

Imagery(Pathos)

Detail (Logos; Ethos)

Syntax(Pathos; Ethos)

Tone(Pathos)

Analysis Acronym Examples from text Why chosen for audience/occasion/purpose

Diction(Pathos; Ethos)

I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars (anecdote/pathos)

how would Van Gogh have given the world his “Starry Night”? (RQ/Allusion)

● nostalgia/childhood● establish ethos

Imagery(Pathos)

Ecological light pollution is like the bulldozer of the night, wrecking habitat and disrupting ecosystems several billion years in the making.

I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars

● paints picture for audience (bulldozer & starry nights)

Detail (Logos; Ethos)

At my family’s cabin on a Minnesota lake, I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars.

World Health Organization/ American Medical Association/NASA

● anecdote is relatable● Ethos with reputable

organizations; facts

Tone(Pathos)

rapidly losing. spells trouble for all, probable human carcinogen,imply put, without darkness, Earth’s ecology would collapse, irreplaceable value and beauty of the darkness we are losing.

● take action● dramatizes situation

Introductory Paragraph:

Speaker, Occasion, & Subject

1) (Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject).

Purpose

2) (Writer’s last name)’s purpose is to (what the writer does in the text)

Audience

3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants the reader to do/think in his/her (intended audience).

From student sample:

In response to our world’s growing reliance on

artificial light, writer Paul Bogard argues that natural

darkness should be preserved in his article “Let

There be dark”. He effectively builds his argument

by using a personal anecdote, allusions to art and

history, and rhetorical questions.

Body Paragraphs

Sentence 1: Identifies section of the text and main idea of the section

(Writer’s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section).

Sentence 2: Conveys the writer’s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS.

Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement.

Sentence 4: Identifies the effect of the writer’s use of these rhetorical strategies on the audience.

From Student Sample (first body paragraph):

Bogard starts his article off by recounting a personal

story – a summer spent on a Minnesota lake where

there was “woods so dark that [his] hands disappeared

before [his] eyes.” In telling this brief anecdote, Bogard

challenges the audience to remember a time where

they could fully amass themselves in natural darkness

void of artificial light. By drawing in his readers with a

personal encounter about night darkness, the author

means to establish the potential for beauty, glamour,

and awe-inspiring mystery that genuine darkness can

possess. He builds his argument for the preservation of

natural darkness by reminiscing for his readers a

first-hand encounter that proves the “irreplaceable

value of darkness.” This anecdote provides a baseline

of sorts for readers to find credence with the author’s

claims.

Conclusion

Sentence 1: Briefly restate your main argument

(Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong verb), (writer’s subject) in order to (purpose) (effect on audience).

Sentence 2: How the rhetorical choices of the author influence the delivery of the message.

(Writer’s last name) use of (rhetorical strategies) allows him/her to (adverb) (strong verb) (the message/purpose).

Sentence 3: Why it matters/real world indications/underlying message

From Student Sample (Concluding paragraph):

Writing as a reaction to his disappointment that

artificial light has largely permeated the prescence of

natural darkness, Paul Bogard argues that we must

preserve true, unaffected darkness. He builds this

claim by making use of a personal anecdote,

allusions, and rhetorical questioning.

SAT RubricThe SAT Essay shows how well you understand the passage and use it as the basis for a well-written thought-out

discussion. The two people who score your essay will each award between 1 and 4 points in each of these three

categories( https://collegereadiness.collegeboard.org/sat/inside-the-test/essay):

Reading: A successful essay shows that you understood the passage, including the interplay of central ideas and important

details. It also shows an effective use of textual evidence.

Analysis: A successful essay shows your understanding of how the author builds an argument by:

● Examining the author’s use of evidence, reasoning, and other stylistic and persuasive techniques

● Supporting and developing claims with well-chosen evidence from the passage

Writing: A successful essay is focused, organized, and precise, with an appropriate style and tone that varies sentence

structure and follows the conventions of standard written English.

Applications & Advice● Start small...use SOAPSTone to analyze nonfiction texts, video clips, visuals, articles, etc.

● Build in the Rhetorical devices starting with ones students already know and adding in DIDST.

Always emphasize the WHY behind the use and the HOW behind it affects the audience

● Model lots of examples. Have students work in teams, pairs, then finally on their own.

● Model your own thought process out loud as you closely read a text. Draft with students

“live”. Let them see that writers struggle for words at times and make several revisions.

● Write lots of drafts and have students choose which to bring to a final copy.

● Use student examples; range find scores (both the good & the bad)

● Remind students that a template for writing will NOT get them a high score. Rather, it serves as

a scaffold or springboard to begin their thoughts.